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Universidad de Cuenca

‐ 1 ‐ Alexandra Alaña y Juan Diego Saquinaula

ABSTRACT

This thesis emphasizes the importance of the process of teaching the

English language to students from 9 to 10 years old. It helps teachers with

some strategies, goals and techniques to improve the teaching of English.

This process of teaching and learning will improve new knowledge for the

integral formation of the students. So, this thesis proposes appropriate

techniques in a clear and easy way to help students. It is also geared

according to the age of the students. There is some need for the students

and the teachers to be creative in order to reach their goals.

The idea is to incorporate theory into practice and overcome inhibitions

and boredom in the classroom by teaching English through an easy way.

Teachers may use this textbook as a tool to improve their methodology in

the teaching process and thus become better professionals.

KEY WORDS

Multiple Intelligences

Sixth grade of basic education

Task-based learning

Constructivism

English learning process

Surveys and analysis

Elaboration of a textbook



TABLE OF CONTENTS

ABSTRACT 1

DEDICATION 7

ACKNOWLEDGMENT 9

INTRODUCTION 10

CHAPTER 1

I. General Information about the English Learning Process in

Public Schools 11

CHAPTER 2

II. Theories of language learning and Methods for TEFL 16

A. Theories 16

1. Constructivism 16

a. History 16

b. Constructivism Theory 17

c. Constructivism learning intervention 17

2. Multiple Intelligences 20

B. Methods 23

1. Task based learning 23

CHAPTER 3



III. Surveys and analysis of the final results 27

A. Surveys 27

B. Analysis of the final results 28

C. Data results 29

CHAPTER 4

IV. The Elaboration of a Textbook for Sixth Grade of Basic Education,

applying the Multiple Intelligences Theory 36

CHAPTER 5

V. Conclusions and Recommendations 125

A. Conclusions 125

B. Recommendations 126

BIBLIOGRAPHY 128

ANNEXES 131



LIST OF FIGURES

FIGURES

Figure 1. Shield of institution 14

Figure 2. Geographic location 14

Figure 3. Students of the Alfonso Cordero Palacios primary school 15

Figure 4. Global percentage of Multiple Intelligences of sixth grades 28

Figure 5. I like to tell a story 30

Figure 6. I like working with tools 30

Figure 7. I sing a lot 31

Figure 8. I like to study in groups 31


Figure 10. I like to draw 33

Figure 11. I like to work in groups 33

Figure 12. I like to tell stories 34

Figure 13. I like to work with tools 34




UNIVERSIDAD DE CUENCA

FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUA Y LITERATURA

TEMA:

“MULTIPLE INTELLIGENCES THEORY

AND ITS APPLICATION IN THE SIXTH

GRADE OF BASIC ENGLISH

EDUCATION.”

Tesis previa a la obtención

del Título de Licenciados

en Ciencias de la

Educación, Especialidad

de Inglés.

DIRECTORA: Mst. Catalina Astudillo

AUTORES: Alexandra Alaña Quiñónez

Juan Diego Saquinaula

Cuenca – Ecuador

2012



Alexandra Alaña Quiñónez y Juan Diego Saquinaula, reconocemos y

aceptamos el derecho de la Universidad de Cuenca, en base al Art. 5

literal c) de su Reglamento de Propiedad Intelectual, de publicar este

trabajo por cualquier medio conocido o por conocer, al ser este requisito

para la obtención de nuestro título de Licenciados en Ciencias de la

Educación Especialidad de Inglés. El uso que la Universidad de Cuenca

hiciere de este trabajo, no implicará afección alguna de nuestros derechos

morales o patrimoniales como autores.

Alexandra Alaña Quiñónez Juan Diego Saquinaula

Alexandra Alaña Quiñónez y Juan Diego Saquinaula, certificamos que

todas las ideas, opiniones y contenidos expuestos en la presente

investigación son de exclusiva responsabilidad de su autores.

Alexandra Alaña Quiñónez Juan Diego Saquinaula



DEDICATION

First of all, I offer this thesis

with all my heart to my son

Jackito and my daughter

Alexandrita. They were my

inspiration. Also, I offer it to my

mother and my husband

because they have always

given me their support, love,

and sacrifice. They have helped

me in a moral and economic

way to fulfill my dreams.

I, sincerely, dedicate this work

to my husband Jack.

Alexandra Alaña



DEDICATION

First, I offer this thesis to my

daughters Emilia, Kamila, and

my wife Mónica. They were my

inspiration. They have given me

their love and patience.

Also, I dedicate this work to my

parents because they helped

me in many ways to fulfill my

dreams.

Juan Diego Saquinaula



ACKNOWLEDGMENT

We would first like to thank God because

He has guided us every moment in our

lives. He blessed us to get this project

done. We also thank Cuenca University

and especially the School of English

Language and Literature. We appreciate

the opportunity we have been given to

become English Teachers after the

academic and professional studies we

have pursued over the formation years.

We are eternally thankful to Magister

Catalina Astudillo, director of our thesis,

for being a wonderful teacher, and for

guiding us through the exciting experience

of teaching. She has given us much

patience and knowledge to reach this

goal.



INTRODUCTION

The present thesis focuses on the elaboration of a textbook for sixth grade

of basic education in the public primary schools. Given that institutions

currently have no book at all for the teaching of English a Foreign

Language. This book applies the Multiple Intelligences Theory. In our

research, the Theory of Multiple Intelligences of Howard Gardner is used

to elaborate the textbook. A section of each unit will be dedicated to one of

the Multiple Intelligences.

There are two aims that support the proposal.

1. To improve a language learning methodology based on the different

types of intelligences.

2. To examine the situation of the English Teaching and Learning Process

in Cuenca’s primary schools.

In Chapter 1 we have developed general information about the public

primary schools.

Chapter 2 deals with the origin of intelligence and the teaching and

learning process theories. This chapter is oriented to make teachers and

students aware of the importance and effectiveness of experimenting with

new trends and perspectives in teaching children. The new ideological

spirit has its manifestations in the mentality change which is present in the

teaching staff who have discovered the importance of education conceived

as an integral education process. In this sense, knowledge of the learning

theories is an indispensable instrument for the formation of new teachers.

In Chapter 3 we present a number of surveys applied to the students of

sixth grade of basic education of public primary schools, in which we show

the results of the application of the Multiple Intelligence Inventory Test.

Chapter 4 contains the textbook for students of sixth grade of basic

education. In the elaboration of this textbook, we have applied the Multiple

Intelligences Theory.

Chapter 5 includes the conclusions and recommendations which is the

final report of the investigation applied to the students.



CHAPTER 1

I. GENERAL INFORMATION ABOUT THE ENGLISH LEARNING PROCESS IN PUBLIC SCHOOLS

Over the years the process of developing effective methods of teaching

the English language has played an important role in making better

learners. This proposal covers an English language teaching-learning

method which bases its applications on students’ needs, interest, and

ages.

Many years ago, American behavioral psychology seriously hindered the

effective teaching of foreign languages because it used a mechanical

method with the purpose of forming habits and skills without a cognitive

element. For this reason, books on how to learn English were structured

poorly, and classes were run by an “authoritative” teacher who was the

sole source of information. The teaching procedure was basically a

mechanical repetition of dialogs and readings. The teacher’s approach

was uninspired and inflexible since what was being taught was already

arranged to be delivered mechanically. The teacher was not really part of

the group and not expected to gain insight from the students. The students

listened and took notes, but they never challenged the teacher, asked

questions or interacted for a better understanding. They were expected to

be passive.

The results of this method were inefficient, as students were unable to

apply what they learned. Interactive exercises such as speaking the

language with other students were absent.

Modern methods of teaching a foreign language, however, are built on a

stronger foundation that combines psychological, linguistic and didactic

elements. Together they assist the student’s learning capacity through

practice, that is, through actually using the language for communication.



The overall role of the teacher has been expanded as well. In the years

1998 and 1999, a new model, task-based learning, emerged that makes

the teacher also a facilitator who oversees and guides small groups of

students in their interaction exercises by applying the language as a tool

for communication.

Furthermore, with the task-based learning method, the classroom has

become a place where students are encouraged to interact with the

teacher, to ask questions and to get understandable answers. The

teacher’s primary role now is to provide an environment that allows

stimulating interchange among students and teacher, so the student

learns the language well enough to speak it.

Responsibility for the teacher has also been expanded. Now, the teacher

is required to be innovative and create workable strategies for learning

programs. An important part of a teacher‘s job now is to be in contact with

other teachers and to exchange experiences and workable methods. After

all, teaching is supposed to be for the student’s benefit.

We have developed a textbook for sixth grade of basic education in the

public primary schools, given that these institutions currently have no book

at all for the teaching of English as a second language. In our research,

we have found that the Alfonso Cordero Palacios school, like many other

public schools, does not have a textbook for teaching the English

language. Also, in this public school, each grade has 40 minutes of

English instruction per week.

The Alfonso Cordero Palacios primary school is located in the parish of Gil

Ramirez Dávalos. Its address is Mariscal Lamar and Padre Aguirre. The

school was founded in 1968. Its founder was Alfonso Cordero Palacios, an

illustrious person and a Cuencano teacher. The school works with eight

hundred and fifty students. This school is for female students only, and it

holds classes in the morning. Most of the students face an important social

problem, which is immigration. The students' situation is very hard



because many of them live with their grandparents and brothers, or

sisters, or only with their mothers. This social problem impacts on learning,

because the students have no family support or motivation, their family

does not help them with their homework, because in most cases these are

people of very advanced age or without knowledge of English.

So, learning through a variety of unique experiences allows children to

better understand themselves as lifelong learners and to see how others

acquire knowledge and apply their skills.

We must modify our teaching styles to better meet the needs of all our

students. Some teachers of private schools have seen the benefits of

using the Multiple Intelligences theory in their schools. They support that

drawing a picture, composing, or listening to music can be a vital door to

learning. The Multiple Intelligence classroom acts like the real world. The

students are able to demonstrate and share their strengths. When a

teacher “teaches for understanding”; her/his students accumulate positive

educational experiences and the capability for creating solutions to

problems in life. All teachers must apply the Multiple Intelligence theory to

help students learn better. When students understand the balance of their

own multiple intelligences. They begin to manage their own learning and

to value their individual strengths.



SHIELD OF THE INSTITUTION:

FIGURE 1

GEOGRAPHIC LOCATION:

FIGURE 2



STUDENTS OF THE ALFONSO CORDERO PALACIOS PRIMARY SCHOOL:

FIGURE 3



CHAPTER 2

II. THEORIES OF LANGUAGE LEARNING AND

METHODS FOR TEFL

A. THEORIES

1. CONSTRUCTIVISM

Constructivism is a psychological theory of knowledge which argues that

humans generate knowledge and meaning from their experiences.

Constructivism is not a specific pedagogy, although it is often confused

with constructionism, an educational theory developed by Seymour Paper.

Piaget’s theory of constructivist learning has had wide ranging impact on

learning theories and teaching methods in education.

a. HISTORY

In the past centuries, constructivist ideas were not widely valued due to

the perception that children’s play was seen as aimless and of little

importance. Jean Piaget was a child psychologist. He elaborated an

intelligence theory, the Constructivism theory. His researches in

developmental psychology and genetic epistemology had one unique goal:

how does knowledge grow? His answer is that the growth of knowledge is

a progressive construction of logically embedded structures superseding

one another by a process of inclusion of lower less powerful logical means

into higher and more powerful ones up to adulthood. Therefore, children's

logic and modes of thinking are initially entirely different from those of

adults. Jean Piaget did not agree with these traditional views. However, he

supported play as an important and necessary part of the student’s

cognitive development and provided scientific evidence for his views. (qtd. in Jean Piaget Society. 2011)



Some historical figures who influenced constructivism are John Dewey,

Immanuel Kant, Jean Piaget, Lev Vigotsky, Jerome Bruner, Maria

Montessori, and Edgar Morin.

b. CONSTRUCTIVIST THEORY

Formalization of the theory of constructivism is generally attributed to Jean

Piaget who articulated mechanisms by which knowledge is internalized by

learners. He suggested that through processes of accommodation and

assimilation individuals construct new knowledge from their experiences.

When individuals assimilate a foreign language, they incorporate the new

experience into an already existing framework without changing that

framework. (qtd. in Tobias and Duffy. 2009)

When individuals’ experiences contradict their internal representation they

may change their perceptions of the experiences to fit their internal

representations. According to the Constructivism theory, accommodation

is the process of reframing one’s mental representation of the external

world to fit new experiences. Accommodation can be understood as the

mechanism by which failure leads to learning. We learn from the

experience of failure or others’ failure.

c. CONSTRUCTIVIST LEARNING INTERVENTION

The learner as a unique individual

Social constructivism views each learner as a unique individual with

unique needs and backgrounds. The learner is also seen as complex and

multidimensional. Social constructivism not only acknowledges the

uniqueness and complexity of the learner, but actually encourages, utilizes

and rewards it as an integral part of the learning process.



The importance of the learner's background and culture

Social constructivism encourages the learner to arrive at his or her version

of the truth influenced by his or her background culture. Without the social

interaction with other more knowledgeable people. Children develop their

thinking abilities by interacting with other children and adults. From the

social constructivist viewpoint, it is important to take into account the

background and culture of children throughout the learning process, as

this background also helps to shape the knowledge and truth that children

create, discover, and attain in the learning process.

The responsibility for learning

It can be said that the responsibility of learning resides increasingly with

the learner. Social constructivism shows the importance of the learner

being actively involved in the learning process, unlike traditional education

viewpoints where the responsibility rested with the instructor to teach and

where the learner played a passive role.

The motivation for learning

Another assumption regarding the nature of the learner has to be with the

level and source of motivation for learning. The motivation to learn

depends on the learner’s confidence on his or her attitude for learning.

These feelings of competence and belief in attitude to solve new problems

are derived from first-hand experience of mastery of problems in the past

and are much more powerful than any external acknowledgment and

motivation.



THE ROLE OF THE INSTRUCTOR

Instructors as facilitators

It means that a teacher becomes a facilitator. So instructors have to adapt

to the role of facilitators and not teachers. A teacher gives a didactic

lecture which covers the subject matter, a facilitator helps the learner to

get his or her own understanding of the content. Nowadays, the learner

plays an active role in the learning process. Thus, the emphasis changes

from the instructor to the content, and towards the learner. This change of

role means that a facilitator needs to show different skills. A teacher tells, a

facilitator asks; a teacher lectures from the front, a facilitator supports from

the back; a teacher gives answers according to the set curriculum, a

facilitator provides guidelines and creates the environment for the learner

to arrive at his or her own conclusions; a teacher gives a monologue, a

facilitator is in continuous dialogue with the learners. The learning

environment should also be designed to support and challenge the

learner’s thinking.

THE NATURE OF THE LEARNING PROCESS

Learning is an active, social process

Social constructivism, tells us that knowledge is first constructed in a social

context and then is appropriated by individuals. These processes must be

active where the learners must be able to discover principles, concepts,

and facts for themselves because reality is not something that we can

discover. Reality is constructed by our own activities, so people, together

as members of a society, invent the properties of the world.

People make meanings through the interactions with each other and with

the environment they live in. Knowledge is thus a product of humans and

is socially and culturally constructed. In addition, learning is not a process

that only takes place inside our minds, nor is it a passive development of



our behaviors. Meaningful learning occurs when individuals are engaged

in social activities. Through practical activities children construct meaning

on an interpersonal level. (qtd. in Ernest. 1991)

2. MULTIPLE INTELLIGENCES

Howard Gardner’s work around the Multiple Intelligences theory has had a

profound impact on thinking and practice in education. His work helped

create the conditions to change it. In the past, it was believed that

intelligence was a single entity that was inherited, and that human beings

was trained to learn anything.

Nowadays, researchers believe precisely the opposite. It exist a multitude

of intelligences. Each intelligence has its own strengths.

The Multiple Intelligences theory was developed in 1983 by Dr. Howard

Gardner, professor of education at Harvard University. It suggests that the

traditional notion of intelligence, based on I.Q. testing, is far too limited.

Instead Dr. Gardner proposes eight different intelligences to explain in a

full way the human potential in children and adults.

Dr. Gardner initially formulated a list of eight intelligences. His listing was

provisional. The first two, linguistic and logical mathematical intelligences,

have been typically valued in schools; the next three are usually

associated with the arts; and the final two are what Howard Gardner called

“personal intelligences”.

Linguistic Intelligence involves sensitivity to spoken and written

language, the ability to learn languages and the capacity to use language

to accomplish certain goals. This intelligence includes the ability to

effectively use language to express oneself rhetorically or poetically, and

language as a means to remember information. Writers, poets, lawyers

and speakers are into this kind of intelligence.



Logical-mathematical Intelligence is the capacity to analyze problems

logically, solve mathematical operations, and investigate issues

scientifically. It means the ability to detect patterns, reason deductively and

think logically. This intelligence is associated with scientific and

mathematical thinking.

Musical Intelligence involves skill in the performance, composition, and

appreciation of musical patterns. It has the capacity to recognize and

compose musical pitches, tones, and rhythms. According to Howard

Gardner musical intelligence operates in an almost structural parallel to

linguistic intelligence.

Bodily-Kinesthetic Intelligence uses one’s whole body or parts of the

body to solve problems. It is the ability to use mental abilities to coordinate

bodily movements. It means that mental and physical activity as related.

Spatial Intelligence involves the potential to recognize and use the

patterns of wide space and more confined areas. People who posses this

kind of intelligences like to draw, read maps, do jigsaw puzzles, etc.

Interpersonal Intelligence is the capacity to understand the intentions,

motivations, and desires of other people. It allows people to work

effectively with others. Educators, salespeople, religious, political leaders,

and counselors all need a well-developed interpersonal intelligence.

Intrapersonal Intelligence is the capacity to understand oneself, to

appreciate one’s feelings, fears and motivations. It involves having an

effective working model of ourselves, and to be able to use such

information to regulate our lives.

Howard Gardner thinks that the personal intelligences are often linked

together, because of their close association in most cultures. Also,

Gardner claimed that the seven intelligences rarely operate independently.



They are used at the same time and tend to complement each other as

people develop skills or solve problems.

Gardner added three possibilities more: a naturalist intelligence, a spiritual

intelligence, and an existential intelligence. But the first one of these

intelligences has been added to the list of the original seven intelligences.

Naturalist Intelligence allows human beings to recognize, categorize,

identify, and classify patterns of the environment.

Dr. Gardner has added an eighth intelligence -naturalist intelligence- to his

list. He has also opened the door to another possibility -especially this of

existential intelligence.

Finally, you do not have to teach or learn something in all eight ways; just

see what the possibilities are, and then decide which particular pathways

interest you the most, or seem to be the most effective teaching or

learning tools. The theory of multiple intelligences is so intriguing because

it expands our horizon of available teaching or learning tools beyond the

conventional linguistic and logical methods used in most schools.

Multiple Intelligences Theory and Implementation in the Classroom

With the birth of some innovative language teaching methods and

strategies, the mode within language education has turned to the learner-

centered mode. As English teachers, we have experienced challenges

and, at times, some frustrations. Students are often less confident in or

less motivated for learning English. Consequently, they are less prepared

and competent in language learning. Although we found that our students

have different talents in various fields, such as storytelling, singing, or

painting, they are marked with a poor image-- “academic failure.” To

encourage them, we have incorporated different activities in our textbook

applying the Multiple Intelligences theory in their learning methodology.

Finally, we can say that the Multiple Intelligences application helped our



students to establish their confidence and self-esteem as well as their

interest in language learning. (qtd. in Armstrong. 1994)

B. METHODS

1. TASK-BASED LEARNING

Task-based learning offers an alternative for language teachers. In a task-

based lesson the teacher does not pre-determine what language will be

studied; the lesson is based around the completion of a central task and

the language studied is determined by what happens as the students

complete it. The lesson follows certain stages.

Pre-task

The teacher introduces the topic and gives the students clear instructions

on what they will have to do at the task stage and might help the students

to recall some language that may be useful for the task. The pre-task

stage can often include playing a recording of people doing the task. This

gives the students a clear model of what will be expected of them. The

students can take notes and spend time preparing for the task.

Task

The students complete a task in pairs or groups using the language

resources that they have as the teacher monitors and offers

encouragement.

Planning

Students prepare a short oral or written report to tell the class what

happened during their task. They then practice what they are going to say

in their groups. Meanwhile the teacher is available for the students to ask

for advice to clear up any language questions they may have.



Report

Students then report back to the class orally or read the written report. The

teacher chooses the order of when students will present their reports and

may give the students some quick feedback on the content. At this stage

the teacher may also play a recording of others doing the same task for

the students to compare.

Analysis

The teacher then stresses relevant parts from the text of the recording for

the students to analyze. The teacher asks students to notice interesting

features within this text. The teacher can also emphasize the language

that the students used during the report phase for analysis.

Practice

Finally, the teacher selects language areas to practice based upon the

needs of the students and what emerged from the task and report phases.

The students then do practice activities to increase their confidence and

make a note of useful language.

Task-based learning can be very effective at intermediate levels and

beyond, but many teachers question its usefulness at lower levels. The

methodology requires a change in the traditional teacher's role. The

teacher does not introduce and present language or interfere during the

task cycle. The teacher is an observer during the task phase and becomes

a language informant only during the “language focus” stage.

In Task-Based Language Learning (TBLL), learning is promoted through

performing a series of activities as steps towards successful task

realization. The focus is away from learning language items in a non-

contextualized gap to using language as a vehicle for authentic, real-world

needs. By working towards task realization, the language is used

immediately in the real-world context of the learner, making learning



authentic. In a TBLL framework the language needed is not pre-selected

and given to the learners who then practice, but rather it is drawn from the

learners with help from the facilitator, to meet the demands of the task.

TBLL relies heavily on learners actively experimenting with their store of

knowledge and using skills of deduction and independent language

analysis to exploit the situation fully.

In TBLL, motivation for communication becomes very important because it

emphasizes communicative fluency rather than the doubt borne of the

pressure in more didactic approaches to produce unflawed utterances.

CHARACTERISTICS

a. Effective Learning

TBL’s effectiveness as an educational strategy is supported by fine areas

of thinking in education:

• Action and reflection: Task-based learning offers action and reflection. In

contrast, rote learning is low in action and in reflection. Incidental learning,

such as occurs in on-the-job Learning, is rich in action but may be low in

reflection. Classroom, or formal, learning is frequently high in reflection but

low in action.

• Integration of theory and practice: Task-based learning links theory with

practice. The practical task becomes the starting point for the theory; in

turn, theory informs and leads to a better understanding of the task.

• Education and training: Learners should not only know how to do a task;

they should understand the rationale for that task and the basic theory

underpinning it.

• ‘Mental models’ and a structure for learning: Students must develop a

structure or framework on which to build their knowledge. ‘Mental models’



have a role to play in the promotion of thoughtful learning and higher

learning objectives, including understanding and insight. TBL, by placing

the learning in the context of the task of a facilitator, encourages the

development of appropriate mental models.

• Motivation: If the facilitator and the learner lack motivation, education

may be ineffective.

• Achievable staged learning: A good educational strategy is to break the

learning into achievable steps or stages. TBL achieves this through

building learning round a series of tasks.

b. Efficient Learning

Many of the effectiveness arguments above apply also to the efficiency of

learning. The following contribute to the efficiency of TBL as an approach

to learning:

• Planned education: TBL provides an appropriate framework for planned

education. It makes explicit what is to be achieved and how the learner

should do this.

• Extended role of the teacher or facilitator: TBL allows the teacher to

make more efficient use of time. Teachers may have different roles in TBL,

e.g., planning the educational program, developing resource materials,

etc. The roles can be shared.

c. Appropriate Learning

TBL helps to ensure that curriculum content is relevant to the needs of the

learners. It develops the learner's communication output; therefore, it

helps them to be linguistic and communicatively efficient. (qtd. in Harden, Laidlaw, Ker and, Mitchell. 1996)



CHAPTER 3

III. SURVEYS AND ANALYSIS OF THE

FINAL RESULTS

A. SURVEYS

We elaborated one hundred surveys and these surveys were applied to

the students of sixth grades of basic education of Alfonso Cordero

Palacios public primary schools. The surveys showed how the students

reflected, suggested, indicated, and demonstrated their strongest

intelligences.

In each classroom, we interviewed four students, then four more and so

forth, until completing the whole class.

We think that the most appropriate strategy was to use small groups,

because they could not copy the answers. This procedure was followed in

order to obtain faithful results.

The instructions of the surveys were extremely simple, and in this way the

students understood them very easily. The aspects that the students didn't

understand, the interviewers helped them understand by means of signs,

that is to say using body language.

Also, we could say that we elaborated this type of survey to know what

intelligence prevailed in most of the students and with this information

elaborate the proposed textbook. We want the students to learn the

English language through a variety of ways: singing, painting, playing,

conversing, with numbers, since we know that each student possesses

more than one intelligence.

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According to the carried out surveys, we can see clearly that students of

Sixth “A” have Linguistic, Bodily-Kinesthetic, Musical and Interpersonal

Intelligences. In Sixth "B", they have Interpersonal Intelligence. Students of

Sixth "C" show two intelligences, the Spatial and the Interpersonal. In Sixth

"D", the students have Linguistic, Bodily-Kinesthetic, and Interpersonal

Intelligences.

The results of these surveys have been taken into account for the

elaboration of our books. We, as researchers, have noted that the

students possess similar capacities, but they are more skilled for some

intelligences such as: Bodily-Kinesthetic, Interpersonal, and Linguistic

Intelligences than for others like Intrapersonal, and Naturalistic.

Our attempt is to support each student to develop the majority of the

intelligences and skills, while they are going through the process of

learning English.

C. DATA RESULTS

We have tabulated only the results obtained with the highest percentage in

the survey of students in the sixth grade of basic education. The other

data were not considered because the results indicated that the surveyed

students surveyed did not have the other intelligences.

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CHAPTER 4

IV. THE ELABORATION OF A TEXTBOOK FOR SIXTH GRADE OF BASIC EDUCATION, APPLYING

THE MULTIPLE INTELLIGENCES THEORY.

Looking at the results obtained in the surveys of school students of the

Alfonso Cordero Palacios primary school, we have seen they present

certain intelligences, this is why we saw the need for this textbook by using

the Theory of Multiple Intelligences of Howard Gardner, in order to

facilitate the teaching English process of 9 to 10 year-old students.

Use of The Theory of Multiple Intelligences proposes a major

transformation in the way our schools are run. It suggest that teachers be

trained to present their lessons in a wide variety of ways using music,

cooperative learning, art activities, role play, and much more. The good

news is that Theory of Multiple Intelligences is currently used in many

private schools around the country. However, it is not being applied in

public schools of our country for many different reasons; such as the

minimal number of hours dedicated to the study of English. Unfortunately,

there are still thousands of schools that teach in the traditional and dull

way, through dry lectures, boring worksheets and textbooks. The

challenge is to get this information out to many more teachers, so that the

children of Cuenca have an opportunity to learn in ways harmonious with

their unique minds. Our aim is to reach all kind of students in the

classroom.

In addition, this theory also provides educators with a conceptual

framework for organizing and reflecting on curriculum assessment and



pedagogical practices. In turn, this reflection has led many educators to

develop new approaches that might better meet the needs of the range of

learners in their classrooms.

Ecuadorian Education focuses most of the attention on Linguistic

Intelligence. We should also place equal attention on individuals who show

gifts in the other intelligences: Logical, Spatial, Bodily-Kinesthetic, Musical,

Interpersonal, Intrapersonal, and Naturalist Intelligences. Unfortunately,

many children who have these kinds of intelligences do not receive much

reinforcement for them in our public schools.

This textbook considered teachers' comments, who suggested that the

book should be simple, fun, and easy, relevant to the children´ English

level, their ages and needs.

The aim of this textbook is to improve children’s English knowledge in the

sixth grade of basic education in the public school “Alfonso Cordero”. This

book contains activities based on the multiple intelligences theory.



LESSON PLAN

SUBJECT: English.

TEACHER: Alexandra Alaña y Juan Diego Saquinaula.

LEVEL: Sixth. UNIT: One.

TIME: 45 minutes.

AIM: By the end of the lesson students will be able to express actions in progress using action words. FUNCTION: Expressing actions in progress. STRUCTURE: What are you doing? I´m taking a shower. SKILLS TO BE DEVELOPED: Reading and speaking. NEW WORDS: Shower, apple, scarf, water, sad, tired, hot, happy, cold, hungry, thirsty, sister, brother, mom, T.V., soccer, book, etc. Verbs: Taking, eating, wearing, sleeping, singing, crying, drinking, doing, watching, reading, etc.

WARM-UP NAME OF ACTIVITY: Welcome to my class (5 minutes). SKILLS: Listening. CLASS ORGANIZATION: Whole class. 1. Students are welcomed to the new school year. 2. Ask the students to stand up. 3. Explain students that the teacher will perform certain actions. 4. Ask them to imitate the teacher´s actions. 5. Practice the game twice. For examples, raise your hands or do this …….

RESOURCES/ MATERIALS: - Mime.



PRE-TEACHING: Review the action words.

RESOURCES/ MATERIALS:

PRESENTATION (10 minutes) Students listen to an explanation of the action words. PROCEDURE: - The teacher presents the new vocabulary. - The students repeat the new vocabulary three or

four times.

SITUATION: T: What are you doing? S: I´m taking a shower. T: What is your mom doing? S: She is reading a book.

RESOURCES/ MATERIALS: - Flash cards. - Markers. - Mimes. - Copies. - Book.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students write: Down sentences using action

words and adjectives. I´m taking a shower because I´m hot. I´m drinking water because I´m thirsty.

- Students answer questions. What are you doing? What is your brother doing?

GUIDED PRACTICE: - Students answer the teacher´s questions.

T: What are you doing? Ss: I´m playing soccer.

- Students solve a puzzle about action words.

RESOURCES/ MATERIALS: - Flash cards. - Pictures. - Mimes. - Copies. - Book.

EVALUATION (10 minutes) - Check homework. - Check language skill improvement. - Check class participation.

RESOURCES/ MATERIALS: - Book. - Notebook. - Pencil.



LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to make sentences using action words. FUNCTION: Solving problems expressing actions in progress. STRUCTURE: My mom is eating an apple. They are drinking water. SKILLS TO BE DEVELOPED: Listening, reading, and writing. NEW WORDS: Bees, flower, cats, roof, etc. Verbs: Taking, playing, sleeping, watching, flying, standing, eating, singing, drinking, etc.

WARM-UP NAME OF ACTIVITY: Guess! What is it? (5 minutes). SKILLS: Listening and speaking. CLASS ORGANIZATION: Whole class. 1. Write the names of the following instruments on the cards: guitar, drum, piano, violin, and trumpet. 2. On a table, place the cards in a pile face down. 3. Invite a student to pick a card, read it silently and imitate the sound of the instrument. 4. Encourage the rest of the class to identify the instrument. 5. Repeat the procedure until students have guessed all the instruments.

RESOURCES/ MATERIALS: - Pictures. - Copies. - Board. - Markers.



PRE-TEACHING: Write the action words on the notebook.


PRESENTATION (10 minutes) Students listen to an explanation of the meaning of the new action words. PROCEDURE: - Showing the meaning of the new words, students

will practice pronunciation.

SITUATION: T: The bees are flying on the flower. S: The bees are flying on the flower.

RESOURCES/ MATERIALS: - Flash cards. - Copies. - Book. - Board. - Markers.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students listen to some Math problems using

action words. 6 bees are flying on the flower. After that 2 bees flew away. How many bees are flying on the flower?

- Students listen to some sentences about the teacher’s family. My mom is eating hamburger. My dad is playing soccer.

GUIDED PRACTICE: - Solving mathematical problems.

How many bees are flying on the flower? - Students listen to the teacher´s sentences and they

make sentences about their own family. My mom is watching T.V.

RESOURCES/ MATERIALS: - Book. - Board. - Marker.


RESOURCES/ MATERIALS: - Notebook. - Pencil.



LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to understand explicit in the reading. FUNCTION: Reading sentences. STRUCTURE: Today is a lovely day to call friends. Mom is calling Ben. SKILLS TO BE DEVELOPED: Listening, reading, and writing. NEW WORDS: Friends, bikes, book, board, lovely day. Verbs: Visiting, riding, singing, skating, reading, writing, calling, jumping, studying, running, etc.

WARM-UP NAME OF ACTIVITY: Animal sounds (5 minutes). SKILLS: Listening and speaking. CLASS ORGANIZATION: Group of 10 students. 1. Students close their eyes. 2. The teacher whispers a name of an animal to each student. 3. The challenge is to find the other animal of the same kind. No one can talk only animal sounds can be made. 4. List of animals: cow, cat, pig, chicken, and dog.




PRE-TEACHING: Review some sentences using action words.

RESOURCES/ MATERIALS: - Board. - Markers.

PRESENTATION (10 minutes) - Students read some sentences and sing a song. PROCEDURE: - Showing the new vocabulary through reading,

students practice pronunciation of the reading. SITUATION: T: This is a lovely day to call friends. S: This is a lovely day to call friends.

RESOURCES/ MATERIALS: - Book. - Board. - Marker. - Pictures. - Mimes.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students listen to some sentences. He is visiting his friends. They are riding their bikes. - Students sing a song. Today is a lovely day to call friends, mom is calling Ben. Dad´s visiting Beth. GUIDED PRACTICE: - Students listen to some sentences and draw the

sentences. T: He is visiting his friend. S: - Asks students to put in the correct order some

action words. T: ningsig. S: singing.

RESOURCES/ MATERIALS: - Flash cards. - Pictures. - Book. - Mime. - Cards.





LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to describe action words. FUNCTION: Describing actions in progress. STRUCTURE: What is Peter doing? He is playing soccer. SKILLS TO BE DEVELOPED: Listening, reading, speaking, and writing. NEW WORDS: Boxes, red, blue, orange, brown, black, message. Verbs: Jumping, running, sleeping, studying, playing, eating, drinking, dancing, laughing, etc.

WARM-UP NAME OF ACTIVITY: Letter chain (5 minutes). SKILLS: Listening. CLASS ORGANIZATION: Whole class. 1. Ask students to write on their notebooks the alphabet letters dictated by the teacher. 2. Instruct students to circle the six words the chain contains. 3. Have students exchange notebooks and go over their answers.




PRE-TEACHING: Review the action words: singing, dancing, jumping, running. Ask students to say and mime the action words.


PRESENTATION (10 minutes) - Showing the meaning of the new action words, ask

students to pronounce them twice. PROCEDURE: - Students pay attention to the new vocabulary. SITUATION: T: Mime the action of “running”. S: Running.


PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students look at the teacher´s mime and guess

what the teacher is doing. What am I doing?

GUIDED PRACTICE: - Students interact with the teacher. T: What are you doing? S: I am sleeping. - Students correct the mistake, made on purpose by

the teacher. T: They are playing basketball. S: Wrong. They are playing soccer.

RESOURCES/ MATERIALS: - Mime. - Realia.

EVALUATION (10 minutes) - Check homework. - Check skills. - Check class participation. - Check exercises.




LESSON PLAN

SUBJECT: English.


LEVEL: Sixth. UNIT: Two.

TIME: 45 minutes.

AIM: By the end of the lesson students will be able to identify adjectives and the months of the year. FUNCTION: Describing a picture through adjectives and identifying the months of the year. STRUCTURE: Look! The snake is scary! When is Halloween? It is in October. SKILLS TO BE DEVELOPED: Listening, reading, and speaking. NEW WORDS: Halloween, Christmas, scary, beautiful, ugly, fantastic, delicious, January, February, March, April, May, June, August, September, October, November, December, etc.

WARM-UP NAME OF ACTIVITY: Color cards (5 minutes). SKILLS: Speaking and listening. CLASS ORGANIZATION: Whole class. 1. Color the cards blue, red, yellow, and green. 2. Display the cards one by one, say each color, and with each colored card, have students perform a particular action. T: Red: raise your arm. Blue: Touch your head. Yellow: Stamp your right foot. Green: Stamp your left foot. 3. Students will repeat this procedure until they memorize the actions associated with each color. 4. Change the actions that go with each color, and repeat the activity.

RESOURCES/ MATERIALS: - Cards. - Colors.



PRE-TEACHING: Review on the board some adjectives and the first letter of each month. Encourage the students to guess the name of the month while the teacher completes the first month.

RESOURCES/ MATERIALS: - Board. - Marker.

PRESENTATION (10 minutes) - Students listen to an explanation of the meaning of

the adjectives and months of the year. - PROCEDURE: - Students practice pronunciation by discriminating

the sound of each word. - SITUATION: T: Look! The snake is scary! S: Look! The snake is scary!

RESOURCES/ MATERIALS: - Pictures. - Board. - Marker.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students look at the teacher who shows a picture

and listen to some sentences using the adjectives. Look! It is an apple. It is delicious. - Students interact with the teacher. When is Halloween? GUIDED PRACTICE: - Students build up sentences using the adjectives

drawn on the board. T: Look! The snake is ………. S: The snake is scary. - Students answer some questions about different

holidays. T: When is Mother´s Day? S: It is in May.

RESOURCES/ MATERIALS: - Pictures.

EVALUATION (10 minutes) - Check homework. - Check language skill improvement.. - Check class participation.

RESOURCES/ MATERIALS: - Notebook. - Book. - Pencil.



LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to talk about dates using ordinal numbers. FUNCTION: Describing important celebrations. STRUCTURE: Christmas is in December. My birthday is on May fourth. The party is at three o´clock. SKILLS TO BE DEVELOPED: Listening, speaking, and writing. NEW WORDS: January, February, March, April, May, June, August, September, October, November, December first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, twentieth, thirty first, in-on-at, birthday, Christmas, vacation, party, etc.

WARM-UP NAME OF ACTIVITY: Play telephone (5 minutes). SKILLS: Speaking and listening. CLASS ORGANIZATION: Whole class. 1. Students make two lines. The first student in each line hears the name of an animal. Then asks her/him to whisper it to the second student, this one to the third and so on, until the end of the line. 2. Have the last student in each line say the word aloud and imitate the animal. Instruct the last student in line to come to the front.




PRE-TEACHING: Students read on the board the ordinal numbers in column. Review the use of the prepositions: in – on – at.


PRESENTATION (10 minutes) - Students listen to an explanation about the ordinal

numbers and the prepositions: in- on- at. PROCEDURE: - Showing the meaning of the new vocabulary

through a situation, students repeat the ordinal numbers.

SITUATION: T: Ten students are invited one by one in front of the class. S: Students say: first, second, third, fourth and go on. T: The student interacts with the teacher: When is Christmas? S: Christmas is on December twenty fourth.

RESOURCES/ MATERIALS: - Board. - Pictures. - Realia. - Marker.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Ten students stand in row in front of the class and tell the class the ordinal numbers: first, second, third, etc. - Students listen about the teacher´s birthday. My birthday is on May first. Then students talk about their birthday. GUIDED PRACTICE: - Ten students are placed in front of the class and

interact with the teacher. T: First. S: Second, third, fourth, fifth, etc. - Students ask and answer about their birthday. S1: When is your birthday? S: My birthday is on May first.

RESOURCES/ MATERIALS: - Students. - Marker. - Board.

EVALUATION (10 minutes) - Check homework. - Check language skill improvement.. - Check class participation. - Check exercises.




LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to tell the time. FUNCTION: Telling the time. STRUCTURE: What time is your Math class? It is at quarter to ten. SKILLS TO BE DEVELOPED: Listening, reading, speaking, and writing. NEW WORDS: A quarter to, a quarter past, half past, break, lunch, Math, etc.

WARM-UP NAME OF ACTIVITY: Numbers (5 minutes). SKILLS: Listening. CLASS ORGANIZATION: Whole class. 1. Students read the numbers one through ten on the board horizontally, and they are invited to come to the front of the class and stand beneath the numbers. 2. Students solve a Math problem that results in a number from one to ten. Students stand beneath the answer to turn around once and say the correct number. 3. If someone makes a mistake, ask him/her to sit down and have someone else take over.




PRE-TEACHING: Review the numbers from 1 to 60.


PRESENTATION (10 minutes) - Students listen to an explanation of the words

using numbers. - PROCEDURE: - Showing the vocabulary through different clocks

students repeat the new vocabulary many times. - SITUATION: T: What time is it? S: It´s ten o´clock. T: What time is it? S: It´s a quarter to/a quarter past/half past four.

RESOURCES/ MATERIALS: - Clock.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students look at the clock and listen to the time. T: It´s one o´clock. - Students look at different clocks and answer

questions about the time. T: What time is the Math class? GUIDED PRACTICE: - Students look at some clocks on the board and

answer the time. T: What time is it? S: It´s a quarter to four.

RESOURCES/ MATERIALS: - Clock. - Board. - Marker.





LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to make a Birthday Card and ask and answer questions about important dates. FUNCTION: Asking and answering questions about important dates. STRUCTURE: When is your birthday? It´s on May second. SKILLS TO BE DEVELOPED: Listening, speaking, and writing. NEW WORDS: Prayer, heart, God, bless, joy, happiness, Math, lunch, Mother’s Day, Halloween, Christmas Day, Valentine´s Day, Science class, etc.

WARM-UP NAME OF ACTIVITY: Charades (5 minutes). SKILLS: Listening and speaking. CLASS ORGANIZATION: Whole class. 1. A student is invited to come to the front of the class. 2. The student hears on his/her ear a vocabulary word (objects, animals, etc). He/she has to mime it. 3. The rest of the class has to guess the word. 4. The first student that guesses it correctly comes to the front and mimes another word. 5. Repeat the activity twice.




PRE-TEACHING: Remember the most important dates related to our country to the class.


PRESENTATION (10 minutes) Students listen to an explanation about the new words. PROCEDURE: - Showing the new vocabulary through a calendar and

a cardboard clock, students practice pronunciation. SITUATION: T: Students look at a clock and listen to the time. It´s ten o´clock. T: Students look at the calendar an important date in our country and listen: The Children´s Day is on June first.

RESOURCES/ MATERIALS: - Cardboard

clock. - Calendar.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students look at the classroom clock and listen to

the time. T: It´s a quarter past nine. - Students listen to important dates in Ecuador and

U.S.A. T: The independence day in the USA is on July fourth. GUIDED PRACTICE: - Students elaborate their own calendar with

important dates for them. T: What time is it? S: It´s a quarter to four. T: When is Christmas? S: It´s on December twenty fifth.

RESOURCES/ MATERIALS: - Clock. - Board. - Marker. - Calendar.

EVALUATION (10 minutes) - Check the Birthday Card made by the students. - Check language skill improvement. - Check class participation.

RESOURCES/ MATERIALS: - Book. - Birthday

Card. - Notebook. - Calendar.



LESSON PLAN

SUBJECT: English.


LEVEL: Sixth. UNIT: Three.

TIME: 45 minutes.

AIM: By the end of the lesson students will be able to identify wild animals. FUNCTION: Identifying animals. STRUCTURE: It´s a monkey. Do you like spiders? No, I don´t. SKILLS TO BE DEVELOPED: Listening, reading, and writing. NEW WORDS: Giraffe, alligator, snake, spider, lion, elephant, tiger, zebra, monkey, cats, dogs, etc.

WARM-UP NAME OF ACTIVITY: Guess the animal (5 minutes). SKILLS: Listening and speaking. CLASS ORGANIZATION: Whole class. 1. Students will form two big teams. 2. One of the students comes to the front. He/she hears on his /her ear an animal name from the previous vocabulary and the student has to draw the animal on the board slowly, while the rest of the class try to guess what it is. S2: Is it a lion? S1: No, it isn´t. S3: Is it a tiger? S1: Yes, it is.




3: The first student who guesses it will win a point. Repeat the same procedure twice. PRE-TEACHING: Write the name of the animals on the board.


PRESENTATION (10 minutes) - Explain the meaning of the new words using

posters and cards. PROCEDURE: - Showing the new vocabulary through posters and

cards students practice pronunciation. SITUATION: T: What is it? S: It´s a monkey.

RESOURCES/ MATERIALS: - Book. - Board. - Marker.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students interact with the teacher. T: Do you like elephants? S: Yes, I do. T: Do you like snakes? S: No, I don´t. GUIDED PRACTICE: - Students listen to a story about Karla and color the animals that Karla likes. - Students order some cards of the story that were placed around the class and write the correct name of the animal.

RESOURCES/ MATERIALS: - Cards. - Poster. - Book.





LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to describe his/her favorite animal. FUNCTION: Making affirmative and negative sentences with the verb like in present simple tense. STRUCTURE: I like dogs. I don´t like dogs. She likes monkeys. She doesn´t like alligators. SKILLS TO BE DEVELOPED: Listening, reading, speaking, and writing. NEW WORDS: Giraffe, alligator, snake, spider, lion, elephant, tiger, zebra, monkey, cats, tail, eyes, legs, ears, meat, milk, fish salad, pet, friend, etc.

WARM-UP NAME OF ACTIVITY: I´m an artist (5 minutes). SKILLS: Listening. CLASS ORGANIZATION: Whole class. 1. Students divide a sheet of paper from their notebooks in four equal pieces and number them from one to four. 2. Students illustrate these four sections according to a description given by the teacher. T: Number one: one big elephant. T: Number two: Ten yellow fish, etc.

RESOURCES/ MATERIALS: - Notebook. - Sheet of

paper. - Pencil. - Colored

pencils.



3: Students exchange their notebooks and compare their drawings. PRE-TEACHING: Draw or paste a picture of a dog on the board and give the class information about the dog.


PRESENTATION (10 minutes) - Explain the meaning of the new words using big

pictures. - PROCEDURE: - Explain the new words using a big picture with the

information about a pet.

SITUATION: T: What is your favorite pet? S: My favorite pet is a dog. T: Does the dog like meat? S: Yes, it does or No, it doesn´t.

RESOURCES/ MATERIALS: - Poster.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students answer some questions about a pet. T: What is your favorite pet? T: My favorite pet is a dog. - Students listen to affirmative and negative sentences

with “Like”. T: I like dogs but I don´t like cats. GUIDED PRACTICE: - Students look at a picture of an animal on the board and write notes about that animal. - Students write about their favorite animal. S: My favorite animal is …..Its eyes are….Its tail is……It has…legs. It likes…It doesn´t Like….. - Students write affirmative and negative sentences using

the classmate information: My friend likes……..but he/she doesn´t like……..

RESOURCES/ MATERIALS: - Sheet of

paper. - Picture of an

animal. - Pencil. - Notebook.





LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to ask and answer some questions with Do / Does. FUNCTION: Asking and answering questions using the present simple tense. STRUCTURE: Do you like cats? Does he/she like dogs? SKILLS TO BE DEVELOPED: Listening, speaking, and writing. NEW WORDS: Spiders, cats, elephant, dogs, lions, monkeys, tigers, ice cream, etc.

WARM-UP NAME OF ACTIVITY: Hangman (5 minutes). SKILLS: Speaking. CLASS ORGANIZATION: Whole class. 1. Choose a word from the vocabulary about wild animals and on the board draw a line for each letter of that word. Next to it, draw a noose. 2. Have students say the letters they think make up the word. If they guess a letter correctly, write it in its appropriate place, but if not, begin drawing the parts of a persons´ body on the noose and write the incorrect letter to one side. 3: Explain that the game will end when they guess the




word or when you finish drawing the “hanged man”. PRE-TEACHING: Explain the use of do – does.


PRESENTATION (10 minutes) - Explain the meaning of the words on the board.

PROCEDURE: - Showing the new words using flash cards students

practice pronunciation.

SITUATION: T: Cats. S: Cats. T: Do you like cats? S: Yes, I do or No, I don´t.

RESOURCES/ MATERIALS: - Flash cards. - Board. - Marker.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students complete some questions about animals

by pointing on the flash cards. T: Do you like……..? S: Do you like cats? T: Do you like………? T: Do you like dogs? GUIDED PRACTICE: - Students to work in pairs. The students interact

with their partners. S1: Do you like tigers? S2: No, I don´t.

RESOURCES/ MATERIALS: - Flash cards.





LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to ask questions in present simple. FUNCTION: Asking and answering in present simple tense. STRUCTURE: Do you like dogs? Yes, I do. SKILLS TO BE DEVELOPED: Listening, and speaking. NEW WORDS: Dog, canary, fish, hamster, tortoise, cat, rabbit, monkey, start, finish, etc.

WARM-UP NAME OF ACTIVITY: Letter chain (5 minutes). SKILLS: Listening. CLASS ORGANIZATION: Whole class. 1. Have students listen and write it in their notebooks the following letter chain. T: S-W-I-M-M-I-N-G-R-E-A-D-I-N-G-P-L-A-Y-I-N-G- R-I-D-I-N-G. 2. Students have to find the four words in the chain and circle them. 3. Encourage students to exchange notebooks and check their answers. 4. Instruct them to stand up and mime the four actions.




PRE-TEACHING: Clarify the numbers from one to twenty one.


PRESENTATION (10 minutes) - Explain the meaning of the new words using flash

cards and mime.

PROCEDURE: - Showing the new vocabulary through flash cards,

students practice pronunciation.

SITUATION: T: Dog. I like dogs. Do you like dogs? S: Yes, I do. T: Giraffe. I don´t like giraffes. Do you like giraffes? S: No, I don´t.

RESOURCES/ MATERIALS: - Poster.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - Students look at the drawing of a big snake on the

board and listen carefully the instructions about the game.

- GUIDED PRACTICE: - Students receive a sheet of paper and work in

pairs. For the game students will need a dice and four tokens.

RESOURCES/ MATERIALS: - Board. - Marker. - Sheet of

paper. - Dice. - Tokens.





LESSON PLAN

SUBJECT: English.


LEVEL: Sixth. UNIT: Four.

TIME: 45 minutes.

AIM: By the end of the lesson students will be able to describe. FUNCTION: Describing routines. STRUCTURE: I wake up at 7:00 o´clock. SKILLS TO BE DEVELOPED: Listening, speaking, and reading. NEW WORDS: Wake up, get up, go to school, take a shower, do homework, have lunch, go to bed, brush teeth, comb your hair, clean your room, get dressed, wash the dishes, have dinner, have breakfast, etc.

WARM-UP NAME OF ACTIVITY: Guess (5 minutes). SKILLS: Listening, writing. CLASS ORGANIZATION: Whole class. 1. The class is divides into two teams. 2. Each team comes to the front. 3. Students name a family member. Both students write the word on the board. 4. Get a point to the team whose member first writes it correctly. 5. The students repeat the procedure several times.




PRE-TEACHING: Write the daily activities on the notebook.


PRESENTATION (10 minutes) - Explain the meaning of the new words. PROCEDURE: - The teacher presents the new vocabulary. SITUATION: T: I wake up. S: I wake up. T: Mimes the routine, “Take a shower”. S: I take a shower.

RESOURCES/ MATERIALS: - Flash cards

and mimes.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - The students make sentences with daily activities.

I get up at 6:00 o’clock. I go to bed at 9:00 o´clock.

- The students mimes his/her routines.

GUIDED PRACTICE: The students work in pairs with mimes. S1: Mimes the activity, “Take a shower”. S2: Says, “I take a shower”.

RESOURCES/ MATERIALS: - Flash cards

and mimes.





LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to tell the time. FUNCTION: Telling the time. STRUCTURE: It’s four o´clock. It´s quarter to four. It´s quarter past four. I go to school at quarter to seven. SKILLS TO BE DEVELOPED: Writing, reading, listening, and speaking. NEW WORDS: Comb your hair, wash the dishes, wake up, go to school, brush your teeth, get up, it´s quarter to four, it´s quarter past four, it´s four thirty, etc.

WARM-UP NAME OF ACTIVITY: Words chain (5 minutes). SKILLS: Listening and speaking. CLASS ORGANIZATION: Whole class. This activity consist of a sequence of words that are added up progressively. For example: 1. The teacher asks someone to say a word. 2. Then a second student repeats the word adds up another word to the sequence. 3. Students repeat the procedure until all the objects have been mentioned.




PRE-TEACHING: Review the numbers from one to sixty.


PRESENTATION (10 minutes)

Showing the numbers 1 - 60. PROCEDURE: - Showing the meaning of the new words. - Practicing pronunciation.

SITUATION: T: Shows the clock and says, “It´s three oćlock”. It´s five oćlock. It´s quarter to four. It´s quarter past four. It´s four thirty.

RESOURCES/ MATERIALS: - Classroom

clock.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - The students ask and answer some questions

about the time. What time is it? It´s three oćlock.

- The students combine daily routines and the time. I take a shower at 3:00 oćlock.

GUIDED PRACTICE: Role-play: Telling the time.

RESOURCES/ MATERIALS: - Classroom

clock. - Cardboard

clock.





LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to write a short composition about their normal day using the time. FUNCTION: Describing a normal day in someone´s life. STRUCTURE: In the morning, I get up at 7:00 oćlock, I have breakfast at 7:30, in the afternoon, I do my homework at 3:00 oćlock. SKILLS TO BE DEVELOPED: Writing, reading, and speaking. NEW WORDS: Seven oćlock, quarter to five, quarter past twelve, take a shower, go to school, do the homework, brush his teeth, in the morning, in the afternoon, etc.

WARM-UP NAME OF ACTIVITY: Simon says (5 minutes). SKILLS: Listening. CLASS ORGANIZATION: Whole class. 1. All students stand up. 2. One student is Simon and gives the class orders. The class follows the commands, preceded only when preceded by the phrase Simon Says.




PRE-TEACHING: The students mime the daily activities.



Showing the words. PROCEDURE: - Showing the vocabulary. - Practicing pronunciation.

SITUATION: The students listen to the normal day in someone´s life. For example: She takes a shower at eight oćlock. She brushes her teeth at six oćlock.

RESOURCES/ MATERIALS: - Flash and

cardboard clock.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - The students write a composition about his/her

normal day on the board. In the morning, I get up at 6:30, I take a shower at 7:00 oćlock, I have breakfast at 7:15, I go to school at 7:20. In the afternoon, I have lunch at 1:15, I do my homework at 2:30. In the evening, I go to bed at 9:00 oćlock.

GUIDED PRACTICE: The students write about their normal day on their notebook.

RESOURCES/ MATERIALS: - Note book. - Pencil. - Board. - Marker. - Copies.





LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to ask different students questions about their daily routines. FUNCTION: Asking questions about daily routines. STRUCTURE: What time do you have breakfast? I have breakfast at 7:15. SKILLS TO BE DEVELOPED: Writing, listening, and speaking. NEW WORDS: Wake up, get up, brush teeth, take a shower, have breakfast, go to school, finish school, have lunch, do homework, have dinner, go to bed, etc.

WARM-UP NAME OF ACTIVITY: Hot or cold (5 minutes). SKILLS: Listening, speaking. CLASS ORGANIZATION: Whole class. 1. One student shows the objects one by one and the class identify them. S1: What´s this? Class: It´s a ruler. 2. A student goes outside the classroom, then the class hide an object outside the classroom. 3. The student comes back in and the class give a clue to help him/her find the object. 4. The class shout hot when he/she is close to the




object warm is somewhat close or cold if he/she is far away. 5. Practice the game twice. PRE-TEACHING: The students draw a big clock on the board and then write the time on the board.

RESOURCES/ MATERIALS: - Marker. - Board.


Explain the meaning of vocabulary. PROCEDURE: - Presenting the vocabulary, pointing the different

routines on the chart.

SITUATION: T: Says “Margarita wakes up at 6:30, she gets up at 6:35. She brushes her teeth at 6:40, etc.

RESOURCES/ MATERIALS: - Big chart.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - One student interviews his partner for his routines.

S1: What time you watch T.V.? S2: I watch T.V. at 3:00 o´clock

GUIDED PRACTICE: The students make their own chart and interview some classmates.

S1: Makes the chart and ask the questions. What time do you wake up? S2: Answer the questions. I wake up at 6:45. S1: Writes the information on the chart.






LESSON PLAN

SUBJECT: English.


LEVEL: Sixth. UNIT: Five.

TIME: 45 minutes.

AIM: By the end of the lesson students will be able to write the past of the verbs. FUNCTION: Describing actions in past. STRUCTURE: Robert went to the movies. SKILLS TO BE DEVELOPED: Listening, speaking, reading, and writing. NEW WORDS: Sea, T.V., music, movie, friends, soccer, comic books, clothes, apple, phone. Verbs: Went, bought, swan, ate, watched, read, listened, talked, played, studied, visited. Days: Friday morning, Saturday morning, Sunday morning, Friday afternoon, Saturday afternoon, Sunday afternoon, Friday evening, Saturday evening, Sunday evening, etc.

WARM-UP NAME OF ACTIVITY: Numbers game (5 minutes). SKILLS: CLASS ORGANIZATION: Whole class. 1. Ten students come to the front and stand in a row, side by side. 2. They number themselves from one to ten and jump that same number of times as the number that corresponds to them. 3. If a student makes a mistake, start again at the beginning of the row.




4. Practice the game twice. PRE-TEACHING: Review the verbs in past.



The teacher explain the meaning of the verbs in past.

PROCEDURE: - The teacher presents the verbs. - The students practice pronunciation. - The vocabulary is reinforced.

SITUATION: T: I went to the movies last weekend. What did you do last weekend? S: We bought some clothes last weekend.

RESOURCES/ MATERIALS: - Mimes. - Actions. - Gestures.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - One student reads a story in past about Robert´s

last weekend. Class pay attention and listen carefully to the story.

- S1: Robert swam in the sea, he watched T.V., he listened to music, he visited his friends, he played soccer, he read comic books, he didn´t study.

GUIDED PRACTICE: The students draw in the squares about Robert´s last weekend.

RESOURCES/ MATERIALS: - Mimes. - Gestures.





LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to identify the regular and irregular verbs in past. FUNCTION: Identifying the regular and irregular verbs using the past form. STRUCTURE: I watched T.V., I played tennis, I listened to music, etc. (Regular Verbs). I drank water, I ate pizza, I read a book, etc. (Irregular verbs). SKILLS TO BE DEVELOPED: Listening, speaking, reading, and writing. NEW WORDS: Note, code, let´s, games. Verbs: Watched, stay, eat, read, buy, wear, play, have, clean, see, swim, go, drink, listen, etc.

WARM-UP NAME OF ACTIVITY: Animal sounds (5 minutes). SKILLS: CLASS ORGANIZATION: Whole class. 1. The class is divides into two teams. 2. One student comes to the front. 3. The class whisper the name of a farm animal, the student mimes it without making any sounds and encourage, the rest of the class to guess what it is. 4. Take turns to participate. 5. Give an extra point to the team that guesses the word first.


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LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to read a story in past. FUNCTION: Developing reading comprehension in past. STRUCTURE: On Friday, my best friend went to the museum. He looked at a picture and saw a monkey, and a snake in the jungle. SKILLS TO BE DEVELOPED: Listening, reading, and writing. NEW WORDS: Homework, book, movies, T.V., hamburger, basketball, soccer, clothes, sea, music, kitchen, phone, home, jeans, museum, picture, jungle, diary. Verbs: Did, read, went, watched, ate, played, bought, visited, swam, listened, cleaned, talked, stayed, wore, etc.

WARM-UP NAME OF ACTIVITY: Word chain (5 minutes). SKILLS: Listening. CLASS ORGANIZATION: Whole class. 1. One student says there is a cow on the farm. 2. Another student repeats the sentence and adds another animal. S2: There is a cow and a monkey on the farm. 3. The student sitting next to the second repeats the sentence and adds a third animal. S3: There is a cow, a monkey and a dog on the farm. 4. This procedure is repeated three of four times.




PRE-TEACHING: Distinguish the verbs between present and past.



Explain the meaning of the actions words. PROCEDURE: - The teacher presents the action words. - The students practice pronunciation several times.

SITUATION: T: Mimes the word, “read a book”. S: Guesses the word. They say, “Read a book” and go on.

RESOURCES/ MATERIALS: - Marker. - Board. - Mimes. - Gestures.

PRACTICE (20 minutes) CONTROLLED PRACTICE: - One student tells a story in the past using mimes

and gestures. The story is based on the learned vocabulary. The class pay attention and listen carefully the story.

GUIDED PRACTICE: T: Calls two students to the front. T: Asks one student to tell a story to his/her partner. The class listen to the story and draw an event of the story.

RESOURCES/ MATERIALS: - Mime. - Pictures.





LESSON PLAN

SUBJECT: English.



TIME: 45 minutes.

AIM: By the end of the lesson students will be able to ask and answer Yes/No questions about a story taken place in the past. FUNCTION: Asking and answering Yes/No questions using the past time. STRUCTURE: Did you stay at home? Yes, I did. / No, I didn´t. Did you watch T.V.? Yes, I did. / No, I didn´t. SKILLS TO BE DEVELOPED: Listening, reading, and speaking. NEW WORDS: Uncle, aunt, grandma, grandpa, dad, mom, sister, brother, cousin, T.V., music, skirt, book, sea. Verbs: Watch, listen, wear, read, swim, did, didn´t, etc.

WARM-UP NAME OF ACTIVITY: Mind reader (5 minutes). SKILLS: Listening. CLASS ORGANIZATION: Whole class. 1. The class is divides into two teams. 2. One student spells the word school aloud while he/she “writes” it in the air with the finger. 3. The rest of the students guess the word. 4. The team whose member first guesses the word get a point. 5. This procedure is repeated with other items.




PRE-TEACHING: Review the verbs: Present and Past.



Explain the meaning of the vocabulary. PROCEDURE: - The teacher presents the vocabulary. - The students repeat the vocabulary three or four

times.

SITUATION: T: Shows the pictures, “watch T.V.”. S: Look at the picture and repeat, “watch T.V.”.


PRACTICE (20 minutes) CONTROLLED PRACTICE:

One student asks Yes/No questions in the past, showing pictures and the class answer the questions. S: Did you buy some clothes? Class: Answer. Yes, we did. The teacher shows a picture about someone watching T.V. and asks: Did you eat pizza? Class: Answer. No, we didn´t.

GUIDED PRACTICE: The students work in pairs using pictures. S1: Asks the questions: Did you listen to music? S2: Answers: Yes, I did. / No, I didn´t. The answers depend on the picture.






CHAPTER 5

V. CONCLUSIONS AND RECOMMENDATIONS

A. CONCLUSIONS

Throughout our time as English Teachers at public schools, we have had

the possibility of being in contact with children, which has been a

wonderful experience and it has given us the possibility to complete our

work.

This research is an answer to children's need to accept learning the

English language as an enjoyable and pleasant activity.

After experiencing and being part of this exciting work, the following

conclusions came to the surface:

In the classroom, teachers need to keep in mind that all students

have at least eight intelligences, but differ in the strengths of each.

Also, they need to discover that these intelligences are not fixed but

malleable capacities which can be enhanced by educational

opportunities. So, as teachers, we should choose teaching methods

and activities to develop each student’s intelligences. Each

student’s intelligences should be respected because teachers’

attitudes toward students’ abilities influence the way teachers

present material to their students and the methods used to evaluate

students’ capacity. If we can provide opportunities for authentic

learning based on students’ interest, talents, and needs, students

will be able to present their strengths, while acquiring more

motivation to be an expert and leading to increased confidence.



Our thesis deals with some ideas about the new tendencies that

teachers and students can use in learning English, to revolutionize

the English teaching–learning process in public schools.

In the process of teaching and learning the English language, we

have found some weaknesses such as: students do not have a

textbook, teachers present very poor academic preparation, lack of

suitable classroom language for teaching English, teaching

materials, and an audiovisual room, which has resulted in students

with little desire to learn a new language.

Teacher's teaching is very traditional because usually it focuses

only on the Linguistic Intelligence; the teacher leads a monologue

and does not allow the student to interact in class. The classes are

always delivered in the classroom and never outside it.

Constructivism is a Psychological theory of knowledge that

demands higher education, leaving behind traditional methods. It

involves a new view of learning away from transmitting knowledge

to transforming knowledge; the students move from passive to

active participation by interacting with the teacher or among

themselves.

Our proposal is to change the attitude of students learning a new

language, through the use of our textbook which contains many

exercises based on the Theory of Multiple Intelligences by Howard

Gardner.

B. RECOMMENDATIONS

After analyzing our thesis we recommend:

To improve the classroom environment in order to provoke a

change in the behavior of the students. In this way, we build a

better relationship between the subject and the learner.



Classes should not only be organized indoors but also outdoors.

Our textbook “Easy English” includes activities to be developed

outside the classroom. This is beneficial because students learn a

variety real language in the real world.

In our investigation about the Multiple Intelligences Theory, we

realized that the English learning programs at primary schools just

favor the linguistic and mathematical intelligences, lacking the

others. Therefore, it is important to give seminars to teachers,

based on the theory of multiple intelligences to transform a

traditional school into a multiple intelligences school, causing a

revolution in the teaching – learning process.

Our textbook “Easy English” should be applied in the sixth grade

because it develops different learning skills which children possess

at this stage. Furthermore, it contains activities in which students

can draw, interact, do individual work, etc.

The textbook aims to change student’s attitudes toward learning

English, resulting on increased achievement. In this way, the book

becomes a useful tool for the teaching and learning process

because it helps to become efficient learners.

We suggest that the textbook be applied in public schools since the

book has been elaborated based in the needs of students in this

environment who would benefit from a new English language

teaching approach based in the Multiple Intelligences theory of

learning and the task-based approach.



BIBLIOGRAPHY

Armstrong, Thomas. (1994). Multiple intelligences in the classroom.

Alexandria, VA: Association for Supervision and Curriculum Development.

Bruner, J. (1960). The process of Education. Cambridge, Mass.: Harvard

University Press.

Ernest, P. (1991). The philosophy of mathematics education. London: Falmer Press.

Gardner, Howard. (1975). The shattered Mind. New York: Knopf.

Gardner, Howard. (1983). Frames of Mind: The Theory of Multiple

Intelligences. New York: Basic.

Gardner, H. & Hatch, T. (1989). Multiple intelligences go to school:

Educational implications of the theory of multiple intelligences. Educational

Researcher, 18(8), 4-9.

Gardner, Howard. (1991). The Unschooled mind: How children think and

how school should teach. New York: Basic Books.

Gardner, Howard. (1993). Multiple Intelligences: The Theory in Practice.

New York: basic.

Gardner, Howard. (1999). Intelligence Reframed: Multiple Intelligences for

the 21st century. New York: Basic.



Gardner, Howard. (1999). The disciplined mind: Beyond facts and

standardized test, the k-12 Education tha.09t every child deserves. New

York: Simon and Shuster (and New York: penguin Putnam).

Gardner, Howard. (2006). Changing Minds. The art and science of

changing our own and other people’s minds. Boston Mass.: Harvard

Business School Press.

Harden, Laidlaw, Ker and Mitchell. (1996). AMEE Medical Education

Guide No. 7: Task-based learning: An educational strategy for

undergraduate, postgraduate and continuing medical education, Part 1.

Vol. 18.

Tenutto, M. (2007). Escuela para maestros: Enciclopedia pedagógica

práctica. Montevideo, parte III (pp. 579-660).

Tobias, and Duffy. (2009). Constructivist instruction: Success or failure?.

New York: Taylor & Francis.

Armstrong, Thomas. Multiple Intelligences. Retrieved from

http://www.thomasarmstrong.com/multiple_intelligences.htm

Jean Piaget Society. (2011). A brief biography of Jean Piaget. retrieved

from

http://www.piaget.org/aboutPiaget.html

Project SUMIT. (2000). SUMIT Compass Points Practices. Retrieved from

http://pzweb.harvard.edu/Research/SUMIT.htm



Sherer, M. (1999). The Understanding Pathway. A conversation with

Howard Gardner. Educational Leadership 57(3). Retrieved from

http://www.georgejacobs.net/MIArticles/gardner%20ASCD%201999.doc

Smith, Mark K. (2002). Howard Gardner and multiple intelligences. The

encyclopedia of informal education. Retrieved from

http://www.infed.org/thinkers/gardner.htm



ANNEX 1

MULTIPLE INTELLIGENCES STUDENTS’ SURVEYS

Name:

Age:

Level:

INSTRUCTIONS: Read each statement carefully. And mark or .

LINGUISTIC INTELLIGENCE

I enjoy listening to other people talking.

I like to learn new words.

I like to tell stories.

I enjoy reading books.

I like to participate in debates.

I enjoy word puzzles.

I enjoy writing.

LOGICAL- MATHEMATICAL INTELLIGENCE

I like to work with computers and calculators.

I enjoy math class.

I enjoy chess.

I enjoy logic puzzles.

I like solving problems.



SPATIAL INTELLIGENCE

I like to read maps and charts.

I like to color pictures.

I like to draw

I enjoy doing jigsaw puzzles.

I like to create collage.

I can visualize ideas in my mind.

BODILY- KINESTHETIC INTELLIGENCE

I love to dance.

I like working with tools.

I like to touch things in order to learn about them.

I like working with my hands.

I learn by doing.

I enjoy any sports.

I use a lot of hand gestures when talking to friends.

I run, swim, and exercise without getting tired.

I learn to play new sports easily and quickly.

MUSICAL INTELLIGENCE

I enjoy playing a musical instrument.

I listen to music a lot.

I sing a lot.

I enjoy making music.

I remember melodies of songs.



INTERPERSONAL INTELLIGENCE

I like to work and play with other kids.

I understand how friends are feeling by looking at their faces.

I have a lot of friends.

I give advice to friends who have problems.

I like to study in group.

I am a “team player”.

I don’t like working alone.

INTRAPERSONAL INTELLIGENCE

I have a realistic sense of my strengths and weaknesses.

I remember my dreams.

I like to be alone.

NATURALIST INTELLIGENCE

I enjoy collecting bugs, flowers or rocks.

I like to watch natural phenomena like the moon.

I want to become a geologist, or biologist.

I enjoy working in a garden.

I like animals.

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